Marking Criteria for Unit G321: Foundation Portfolio in Media
For this category, a mark should be awarded for the individual’s contribution to the main task only. The
aim of the preliminary task is to allow a sense of progression and to prepare candidates for more full-
scale production work with self-contained exercises, so the preliminary task need not have a high degree
of ‘finish’ nor should it detract from the overall mark. However, in the event of the preliminary task not
having been undertaken, candidates should be marked out of 60 using the criteria and then have 15
marks deducted as a penalty.
The mark schemes shown are generic and teachers are advised to adopt the ‘best fit’ approach. If the
candidate has covered all the criteria effectively they should be awarded a mark towards the top of the
level or if there are certain omissions or weaknesses, towards the bottom end.
Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
Producing material appropriate for the target audience and task;
showing understanding of conventions of layout and page design;
showing awareness of the need for variety in fonts and text size;
accurately using language and register;
using ICT appropriately for the task set;
appropriately integrating illustration and text;
shooting a variety of material appropriate to the task set;
manipulating photographs as appropriate to the context for presentation, including cropping and
resizing.
Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
Producing material appropriate for the target audience and task;
showing understanding of conventions of layout and page design;
showing awareness of the need for variety in fonts and text size;
accurately using language and register;
using ICT appropriately for the task set;
appropriately integrating illustration and text;
shooting a variety of material appropriate to the task set;
manipulating photographs as appropriate to the context for presentation, including cropping and
resizing.
Marking Criteria for the Evaluation
Candidates will evaluate their work digitally. Where candidates have worked in a group, the evaluation
may be presented individually or collectively but the teacher must allocate a mark according to the
contribution/level of understanding demonstrated by the individual candidate. Each candidate should
give a clear indication of their role in any group evaluation.
Level 3 12–15 marks
Proficient skill in the use of digital technology or ICT in the evaluation.
Proficient understanding of issues around audience, institution, technology, representation, forms
and conventions in relation to production.
Proficient ability to refer to the choices made and outcomes.
Proficient understanding of their development from preliminary to full task.
Proficient ability to communicate.
Level 4 16–20 marks
Excellent skill in the use of appropriate digital technology or ICT in the evaluation.
Excellent understanding of issues around audience, institution, technology, representation, forms
and conventions in relation to production.
Excellent ability to refer to the choices made and outcomes.
Excellent understanding of their development from preliminary to full task.
Excellent ability to communicate.
Marking Criteria for Research and Planning
Research and Planning must be presented in digital format. Where candidates have worked as a group,
the research may be presented collectively, but each candidate should give a clear indication of their role
in any group research and planning and teachers are asked to differentiate the contributions of
individuals within the group in arriving at a mark, justifying individual marks on the assessment sheet. As
part of the moderation sample, the moderator will expect to see full evidence of the research and
planning informing the construction process in order to support assessment.
Level 3 12–15 marks
Planning and research evidence will be complete.
There is proficient research into similar products and a potential target audience.
There is proficient work on shotlists, layouts, drafting, scripting or storyboarding.
There is proficient organisation of actors, locations, costumes or props.
Time management is good.
There is proficient skill in the use of digital technology or ICT in the presentation.
There are proficient communication skills.
There is a good level of care in the presentation of the research and planning.
Level 4 16–20 marks
Planning and research evidence will be complete and detailed.
There is excellent research into similar products and a potential target audience.
There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
There is excellent organisation of actors, locations, costumes or props.
Time management is excellent.
There is excellent skill in the use of digital technology or ICT in the presentation.
There are excellent communication skills.
There is an excellent level of care in the presentation of the research and planning.
Video
Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to
framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of
shot transitions and other effects.
Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to
framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of
shot transitions and other effects.
